Teachers’ Professional Development, Instructional Strategies and Learning Environment

Mary Joy T. Vilvar

doi:10.36948/ijfmr.2026.v08i01.66717

Teachers’ Professional Development, Instructional Strategies and Learning Environment

Author(s)	Mary Joy T. Vilvar
Country	Philippines
Abstract	This study explored the relationship between teachers’ professional development, instructional strategies, and the learning environment among 365 randomly selected public elementary school teachers in the Schools Division of Antique, Philippines, during School Year 2024–2025. Employing a descriptive–correlational research design, data were gathered through a validated researcher-developed survey questionnaire that examined the three key variables. Statistical tools such as frequency, percentage, mean, standard deviation, and Pearson correlation were used for data analysis. Results indicated that teachers’ professional development was perceived at a high level, with participation in seminars and trainings emerging as the most prominent aspect. Instructional strategies were likewise rated high, with learner-centered approaches identified as the most frequently employed. The learning environment was also found to be highly conducive, particularly in terms of social and psychological aspects. Correlation analysis revealed significant positive relationships between professional development and instructional strategies, professional development and learning environment, and instructional strategies and learning environment. These findings suggest that higher levels of professional development are associated with more effective instructional practices and more supportive classroom environments. The study concludes that teachers’ continuous professional growth plays a vital role in enhancing teaching practices and learning conditions. Strengthening professional development programs, encouraging innovative instructional strategies, and fostering supportive learning environments are recommended to further improve teaching effectiveness and student outcomes in public elementary schools.
Keywords	Professional Development, Instructional Strategies, Learning Environment, Elementary Teachers, Public Schools, Philippines
Field	Sociology > Education
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-01-17
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.66717

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Teachers’ Professional Development, Instructional Strategies and Learning Environment

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